Early Literacy: Foundational Skill Development June 11-12, :30-4:30 PM

PLC Norms Active Listening: Minimize side-conversations Self-monitor use of electronics Raise hand for individual assistance Avoid working on other tasks – stay focused on the topic at hand Work with a partner or small group

PLC Norms  Elementary.dmschools.org  PD  Summer 2015 PowerPoint Handouts Links Credit Registration- More info at Lunch !

PLC Norms Todaysmeet.com/earlyliteracy – Name – Building – Position Todaysmeet.com/earlyliteracy

Agenda WHAT? and WHY? 8:30amWelcome & Agenda Overview 8:35am Connect: Banned Words 9:00amEarly Literacy: WHAT are the requirements? 9:30amMTSS: WHY focus on foundational skills? 10:00amBREAK 10:15amAssessment: WHY Assess? 10:40amAssessment: WHY FAST Assessments? 11:30pm-12:30pm Lunch* *Individuals who plan to take this as part of the 2 day course for 1 AEA License Renewal or Drake EDEX Credit must engage in 30 minutes of onsite structured collaboration during this 1 hour lunch break. This time will include opportunities for you to action plan the implementation of new learning. 12:30pmConnect: Our Kids 12:40pm Review: Snowball Fight 12:55pm Resources & Practice 2:30pmInstructional Components: HOW do we teach foundational skills? (LORI)

CONNECT: BANNED WORDS

Banned Words Banned Words are buzz words that are overused and have become somewhat meaningless in our school culture. 1.Brainstorm 8-10 terms that your table group (5) would like banned from the session on orange paper. 2.Add one word from your list to the master list. 3.Collectively groan whenever one of the banned words is used during today’s session.

EARLY LITERACY WHAT ARE THE REQUIREMENTS?

K-3 Early Literacy Legislation Iowa Code § Section of Iowa Code was passed during the 2012 legislative session, but it was not until the spring of 2013 that $8 million was appropriated to enact this law, which focuses on the following: State-Approved Universal Screening & Progress Monitoring Assessments Documented Interventions provided to students identified as at-risk of or having a substantial reading deficiency Summer School & Retention starting in the summer of 2017

Big Ideas of Chapter 62 Universal screening in reading K-3 For students with a “substantial deficiency” in reading: –Progress monitoring (same requirement as for students who are “at risk”) –Intensive instruction, including 90 minutes a day of scientific, research-based reading instruction –Notice to parents: The student has a substantial deficiency Strategies they can use to help the child succeed Student progress reports Retention if the student is not proficient by the end of third grade, did not attend the summer program, and does not qualify for a good cause exemption

DMPS Implementation Universal screening in reading K K-1, For students with a “substantial deficiency” in reading: –Progress monitoring (same requirement as for students who are “at risk”) –Intensive instruction, including 90 minutes a day of scientific, research-based reading instruction –Notice to parents: The student has a substantial deficiency Strategies they can use to help the child succeed Student progress reports Retention if the student is not proficient by the end of third grade, did not attend the summer program, and does not qualify for a good cause exemption

DMPS Implementation Universal screening in reading K K-1, For students with a “substantial deficiency” in reading: –Progress monitoring (same requirement as for students who are “at risk”) 2015 –Intensive instruction, including 90 minutes a day of scientific, research-based reading instruction –Notice to parents: The student has a substantial deficiency Strategies they can use to help the child succeed Student progress reports Retention if the student is not proficient by the end of third grade, did not attend the summer program, and does not qualify for a good cause exemption

DMPS Implementation Universal screening in reading K K-1, For students with a “substantial deficiency” in reading: –Progress monitoring (same requirement as for students who are “at risk”) 2015 –Intensive instruction, including 90 minutes a day of scientific, research-based reading instruction Ongoing –Notice to parents: The student has a substantial deficiency Strategies they can use to help the child succeed Student progress reports Retention if the student is not proficient by the end of third grade, did not attend the summer program, and does not qualify for a good cause exemption

DMPS Implementation Universal screening in reading K K-1, For students with a “substantial deficiency” in reading: –Progress monitoring (same requirement as for students who are “at risk” 2015 –Intensive instruction, including 90 minutes a day of scientific, research-based reading instruction Ongoing –Notice to parents: 2015 The student has a substantial deficiency Strategies they can use to help the child succeed Student progress reports Retention if the student is not proficient by the end of third grade, did not attend the summer program, and does not qualify for a good cause exemption

DMPS Implementation Universal screening in reading K K-1, For students with a “substantial deficiency” in reading: –Progress monitoring (same requirement as for students who are “at risk”) 2015 –Intensive instruction, including 90 minutes a day of scientific, research-based reading instruction Ongoing –Notice to parents: 2015 The student has a substantial deficiency Strategies they can use to help the child succeed Student progress reports Retention if the student is not proficient by the end of third grade, did not attend the summer program, and does not qualify for a good cause exemption 2017, as required

2014 DMPS Implementation Summer DE/AEA training for all principals plus one instructional coach or other representative – Number attended: 84 In school training provided by principal or instructional coach or other representative as Pre-Service PD in schools – All K-1 teachers and support staff – Materials printed and sent to schools based on number of teachers and interventionists (385 sets, appx.)

Todaysmeet.com/earlyliteracy

MTSS WHY FOCUS ON FOUNDATIONAL SKILLS?

MTSS Multi-Tiered System of Support

MTSS Colleen Riley: What is a Multi-Tier System of Supports (MTSS)? RTI Action Network

MTSSS in DMPS

Tier 1 Universal Core Instruction Effective core instruction with differentiation for all students Tier 2 Targeted Intervention For small groups of students with similar needs Tier 3 Intensive Intervention Personalized to meet student needs Tier 2 Targeted Intervention Enrichment and extension for small groups of students with similar needs Tier 3 Intensive Intervention Enrichment and extension, personalized to meet student needs

MTSS Multi-Tiered System of Support

MTSS- 5 Components Evidence-Based Curriculum and Instruction shall be provided at the Universal level Universal Screening shall be used three times per year Evidence-based, instructional interventions at the Targeted and Intensive levels shall be provided to each student who needs them Progress Monitoring Data shall be collected and used to guide instruction Data-Based Decision Making

MTSS & Chapter 62 Evidence-Based Curriculum and Instruction shall be provided at the Universal level Universal Screening shall be used three times per year Evidence-based, instructional interventions at the Targeted and Intensive levels shall be provided to each student who needs them Progress Monitoring Data shall be collected and used to guide instruction Data-Based Decision making District-chosen literacy curriculum (Iowa Core) & Resources

Enhancing Our Universal Core [K-1 literacy]= not simple! No exact remedy! MISCONCEPTION: The foundational standards on page 4 of the curriculum guides are less important than the standards on page 2.

Enhancing Our Universal Core K-1 literacy= not simple! No exact remedy! BEST PRACTICE: Instruction should be in response to data.

Enhancing Our Universal Core Literacy Curriculum Guide, Page 4

Enhancing Our Universal Core The emphasis on standards should be in response to data.

MTSS & Chapter 62 Evidence-Based Curriculum and Instruction shall be provided at the Universal level Universal Screening shall be used three times per year Evidence-based, instructional interventions at the Targeted and Intensive levels shall be provided to each student who needs them Progress Monitoring Data shall be collected and used to guide instruction Data-Based Decision making District-chosen literacy curriculum (Iowa Core) & Resources DMPS Current Practices: Data Team/PLC work around instructing the Iowa Core Standards Journeys (evidence-based) as a resource for teaching the standards Schedule/time allotments that allow for instruction in all components of literacy Future Work: District curriculum scales (SRG) Enhanced instructional practices through work with the Instructional Framework

MTSS & Chapter 62 Evidence-Based Curriculum and Instruction shall be provided at the Universal level Universal Screening shall be used three times per year Evidence-based, instructional interventions at the Targeted and Intensive levels shall be provided to each student who needs them Progress Monitoring Data shall be collected and used to guide instruction Data-Based Decision making District-chosen literacy curriculum (Iowa Core) & Resources FAST Assessment

MTSS & Chapter 62 Evidence-Based Curriculum and Instruction shall be provided at the Universal level Universal Screening shall be used three times per year Evidence-based, instructional interventions at the Targeted and Intensive levels shall be provided to each student who needs them Progress Monitoring Data shall be collected and used to guide instruction Data-Based Decision making District-chosen literacy curriculum (Iowa Core) & Resources FAST Assessment DMPS Current Practices: Using FAST 3x with K-1 as the screener to identify students who might need additional support

MTSS & Chapter 62 Evidence-Based Curriculum and Instruction shall be provided at the Universal level Universal Screening shall be used three times per year Evidence-based, instructional interventions at the Targeted and Intensive levels shall be provided to each student who needs them Progress Monitoring Data shall be collected and used to guide instruction Data-Based Decision making District-chosen literacy curriculum (Iowa Core) & Resources FAST Assessment DMPS Current Practices: Using FAST 3x with K-1 as the screener to identify students who might need additional support Future Work: Implementation of FAST 3x for grades 2-3 in Refined data analysis practices to support MTSS

Use the data to determine next steps in core literacy instruction- Example 1 CBM Reading as screener 1 minute measure Accuracy (% of words read correctly) Automaticity (# of words read correctly)

Conversation around data- by grade level AUTOMATICITY (WCPM) ACCURACY (% of words read correctly)

Conversation around data- by teacher Automatic and Accurate NOT Automatic but Accurate NOT Automatic, NOT Accurate

“We need to enhance our core.” Discussion  Teachers: So many of our kids need automaticity support!  Teachers: What does that mean & why is it important?  Leadership: Rationale of automaticity building: If students are not automatic/fluent, their brain is using all the power to READ the words; nothing is left to UNDERSTAND the words!  Teachers: We need to build that into core because we have so many needing that, and it’s important!  Leadership: What are you already doing? How can I support you?  Teachers: I use these instructional strategies/routines with Journeys.  Teachers: We need more time to plan how to emphasize this and incorporate these strategies more strategically and more often.  Leadership: Provided additional automaticity/fluency routines; provided time during PLC to plan for enhanced routines and strategies.

Use the data to determine next steps in core literacy instruction- Example 2 SRI as screener 86% basic or below

“We need more diagnostic data.” Discussion  Teachers: So many of our kids are basic or below!  Teachers: Why? Some are red; some are yellow. But why?  Leadership: Do we need more information (diagnostic data)? Maybe our very low students could use a phonics screener to see exactly where literacy is breaking down for them. A CBM could tell us if our yellow students need fluency support or still need more decoding support.  Teachers: We agree.  Leadership: Let’s gather that data and come back to determine our next steps.

What connections can you make to these examples of conversations around data? Todaysmeet.com/earlyliteracy

MTSS & Chapter 62 Evidence-Based Curriculum and Instruction shall be provided at the Universal level Universal Screening shall be used three times per year Evidence-based, instructional interventions at the Targeted and Intensive levels shall be provided to each student who needs them Progress Monitoring Data shall be collected and used to guide instruction Data-Based Decision making District-chosen literacy curriculum (Iowa Core) & Resources FAST Assessment Targeted/Intensive interventions required for students demonstrating a substantial deficiency in literacy and are recommended for students at-risk

MTSS & Chapter 62 Evidence-Based Curriculum and Instruction shall be provided at the Universal level Universal Screening shall be used three times per year Evidence-based, instructional interventions at the Targeted and Intensive levels shall be provided to each student who needs them Progress Monitoring Data shall be collected and used to guide instruction Data-Based Decision making District-chosen literacy curriculum (Iowa Core) & Resources FAST Assessment Targeted/Intensive interventions required for students demonstrating a substantial deficiency in literacy and are recommended for students at-risk DMPS Current Practices: Conversations around enhancing core instruction. Data used to identify students who need additional intervention support Building schedules that allow for interventionist support Interventionists working with small groups of students with aligned intervention materials Future Work: Additional training of interventionists in delivering instruction that match students’ needs Support with additional routines & strategies to support intervention instruction

MTSS & Chapter 62 Evidence-Based Curriculum and Instruction shall be provided at the Universal level Universal Screening shall be used three times per year Evidence-based, instructional interventions at the Targeted and Intensive levels shall be provided to each student who needs them Progress Monitoring Data shall be collected and used to guide instruction Data-Based Decision making District-chosen literacy curriculum (Iowa Core) & Resources FAST Assessment Targeted/Intensive interventions required for students demonstrating a substantial deficiency in literacy and are recommended for students at-risk FAST Assessment

MTSS & Chapter 62 Evidence-Based Curriculum and Instruction shall be provided at the Universal level Universal Screening shall be used three times per year Evidence-based, instructional interventions at the Targeted and Intensive levels shall be provided to each student who needs them Progress Monitoring Data shall be collected and used to guide instruction Data-Based Decision making District-chosen literacy curriculum (Iowa Core) & Resources FAST Assessment Targeted/Intensive interventions required for students demonstrating a substantial deficiency in literacy and are recommended for students at-risk FAST Assessment DMPS Current Practices: Journeys progress monitoring (PM) assessments used by interventionists in some schools as formative data Scaffolding District PLC building knowledge and understanding around progress monitoring practices Some schools engaging in initial implementation of FAST progress monitoring Future Work: Implementation of FAST weekly progress monitoring K-3 in for students identified through FAST Teachers/Interventionists use progress monitoring data to determine if interventions are working

FALL KINDERGARTEN DATA Use the data to determine next steps in core literacy instruction- Results! Targeted instruction + progress monitoring = grade level results

FALL KINDERGARTEN DATA Use the data to determine next steps in core literacy instruction- Results! Targeted instruction + progress monitoring = grade level results PROGRESS MONITORING DATA

FALL KINDERGARTEN DATA Use the data to determine next steps in core literacy instruction- Results! Targeted instruction + progress monitoring = grade level results WINTER KINDERGARTEN DATA

MTSS & Chapter 62 Evidence-Based Curriculum and Instruction shall be provided at the Universal level Universal Screening shall be used three times per year Evidence-based, instructional interventions at the Targeted and Intensive levels shall be provided to each student who needs them Progress Monitoring Data shall be collected and used to guide instruction Data-Based Decision making District-chosen literacy curriculum (Iowa Core) & Resources FAST Assessment Targeted/Intensive interventions required for students demonstrating a substantial deficiency in literacy and are recommended for students at-risk FAST assessments & frequent data analysis FAST Assessment

MTSS & Chapter 62 Evidence-Based Curriculum and Instruction shall be provided at the Universal level Universal Screening shall be used three times per year Evidence-based, instructional interventions at the Targeted and Intensive levels shall be provided to each student who needs them Progress Monitoring Data shall be collected and used to guide instruction Data-Based Decision making District-chosen literacy curriculum (Iowa Core) & Resources FAST Assessment Targeted/Intensive interventions required for students demonstrating a substantial deficiency in literacy and are recommended for students at-risk FAST assessments & frequent data analysis FAST Assessment DMPS Current Practices: Data team/PLC instructional planning based on data from team-created CFAs Interventions in place for students identified as at risk through data Future Work: Intervention matched to students needs as identified by diagnostic data Classroom teachers and interventionists continually analyze PM data to determine effectiveness

How do we bake our MTSS cake?

MTSS Cake Cake Boss= School Teams Ingredients= our school specifics (students’ literacy needs, emotional needs, other needs, schedules, teachers, Journeys/resources, strategies/routines, time, parent support, etc.)

MTSS Cake Our Tools DE Tools- REQUIRED FAST, weekly progress monitoring, intervention, documenting through TIER Chapter 62 tools Universal Screening Assessments Progress Monitoring Assessments No Diagnostic tools No Instructional Tools

How do we put our ingredients together using the tools we have?

What does your MTSS cake look like? Todaysmeet.com/earlyliteracy

BREAK 10:00-10:15

ASSESSMENT WHY ASSESS?

Assessment Measures Educators as Physicians Screening “So, how are you doing?” Blood Pressure & Temperature Diagnostic Further testing (specific blood tests, ultrasounds, etc) Progress Monitoring Follow up tests to determine response to treatment

Assessment Measures ScreeningWho has needs? DiagnosticWhat are the needs? Monitoring Progress/Formative Is our instruction working? Outcome/SummativeHow well did it work?

UNIVERSAL SCREENING

Universal Screening  Universal Screening = ALL children  Brief and economical  Use measures valid for this purpose (FAST)  Provides overall indicator of performance  Strong predictor of target outcome (literacy success)  Used to PREDICT students likely to be successful vs. those who may not

Universal Screening K-1 subtests & 2-5 CBM Reading are indicators of overall literacy “health.” Each K-1 subtest is weighted differently in the composite score based on research. The screener does not give a detailed picture of what the individual needs of the students are (diagnostic assessments). If less than 80% of students meet the benchmark of the universal screener, universal core should a focus for enhancement.

Universal Screening Measures

PROGRESS MONITORING

Formative Assessment: Embedded Classroom Assessment vs. Progress Monitoring Embedded Classroom Assessments Progress Monitoring ALL studentsStudents identified as needing intervention Informs instructionIndicates whether intervention is working (yes/no) Informal, seamless within instruction Quick (1 minute), research-based (valid) tool Specific to instructionGeneral outcome measure (goal = end of grade level expectation)

Formative Assessment: Embedded Classroom Assessment vs. Progress Monitoring Embedded Classroom Assessments Progress Monitoring CFAs Exit Tickets WTL activities FAST Progress Monitoring Probes Program Embedded Tools (System 44)

Principles of Effective Progress Monitoring Set a goal and monitor at goal level Monitor at least biweekly Use a quick tool Use a research-based (valid) tool Collect additional data as needed Use PM data to inform instructional decisions

Early Literacy Legislation Requirements Universal Screening (FAST) – Districtwide Implementation in 2014 Weekly Progress Monitoring (FAST) for students who are not adequately progressing – Districtwide Implementation in 2015 Intervention (documented in TIER) for students who are not adequately progressing – Districtwide Implementation in 2015 Additional requirements – More information at

Progress Monitoring with FAST

As a team, add the following to todaysmeet.com: Purpose of Universal Screening Purpose of Progress Monitoring Todaysmeet.com/earlyliteracy

ASSESSMENT WHY FAST ASSESSMENTS?

K-1 Early Reading

Concepts of Print Letter Names Onset Sounds Letter Sounds Word Segmenting Nonsense Words Sight Words Research correlates these measures as strong indicators of overall literacy “health.” NOT a list of skills to teach. Used to predict students likely to be successful v. those may not.

K-1 Early Reading: Common Questions Question: Word Segmenting Some of my students who are already reading are having trouble with the segmenting subtest since they are already great at blending. Why use this subtest since it’s indicating that they are struggling even though they aren’t?

K-1 Early Reading: Common Questions Explanation: Word Segmenting Research shows that if they can blend it, they can segment it. Test Prep: Be explicit about directions Test Prep: Practice with sound boxes

K-1 Early Reading: Common Questions Question: Nonsense Words Why are we teaching students nonsense words? It’s confusing, especially for my ELL kids!

K-1 Early Reading: Common Questions Explanation: Non-Sense Words Reading nonsense words automatically is a strong indicator of overall literacy health, according to the research. Rethink terminology: “Word Parts” BASKET= Basket Short Vowel Focus – “Word Building” (Isabel Beck) – “Making Words” (Patricia Cunningham) Subtests are indicators of overall literacy health

K-1 Early Reading: Common Questions Question: Weighted Subtests Some of my students scored really well on most of the subtests, but they are not even close to meeting the composite benchmark score. Why?

K-1 Early Reading: Common Questions Explanation: Weighted Subtests From Iowa DE The earlyReading composite scores were developed to predict end of year broad reading achievement in kindergarten and first grade. The composite is generated based on weighted scores of several tests. The weighting of the individual scores in the composite was designed to optimize the prediction value of the composite. The actual formula is fairly complicated and not really important to know. It helps to know that scores that have a greater predictive value for the testing season get more weight. It is possible for a student to be above benchmark on most tests yet be below the benchmark for the composite (or the reverse). This is not typical, but does happen sometimes, and is not considered to be a problem. The composite is designed to be the best predictor for screening purposes. Of course, when interpreting individual student results, attend to the relative information from each test, as well as how close to the benchmark score the student is on each test.

K-1 Early Reading: Common Questions Explanation: Weighted Subtests

What other questions do you have about Early Reading (K-1) Assessments? Todaysmeet.com/earlyliteracy

CBM Reading

What’s CBM-reading? This video demonstrates a CBMReading administration using paper & pencil. When using FAST, you will use a computer or other device to follow along, time, and record errors. Otherwise, the procedure is the same. DATA= Fluency/Automaticity (WCPM) and Accuracy (% Correct) Scores

What’s FAST CBM-reading? Universal Screening with FAST **Remember: The discontinue rule for this assessment is used when the student makes errors on the first 10 words of the passage.

Why CBM? Iowa Reading Research Center: from Using CBM-Reading Assessments to Monitor Progress – Make note of important points and/or questions – Answer the question Why CBM?

Why CBM? Norm referenced reading achievement tests will not suffice because they cannot be given repeatedly throughout the year; they require too much time to administer (taking time from instruction); they are not sensitive to reading gains over intervals of a few weeks; and, rather than measuring reading growth, they merely compare an individuals' performance to a peer group. By contrast, Curriculum-Based Measures in Reading (CBM-R; Deno, 1985) can be given frequently, take little time to administer, are sensitive to reading growth, and are well correlated with reading comprehension tests. CBM-R uses the number of words read correctly (WRC) to paint a picture of a student’s overall reading proficiency. Jenkins, Hudson, Lee, 2007

Sensitive Enough for Weekly PM Norm referenced reading achievement tests will not suffice because they cannot be given repeatedly throughout the year; they require too much time to administer (taking time from instruction); they are not sensitive to reading gains over intervals of a few weeks; and, rather than measuring reading growth, they merely compare an individuals' performance to a peer group. By contrast, Curriculum-Based Measures in Reading (CBM-R; Deno, 1985) can be given frequently, take little time to administer, are sensitive to reading growth, and are well correlated with reading comprehension tests. CBM-R uses the number of words read correctly (WRC) to paint a picture of a student’s overall reading proficiency. Jenkins, Hudson, Lee, 2007

QUICK! Norm referenced reading achievement tests will not suffice because they cannot be given repeatedly throughout the year; they require too much time to administer (taking time from instruction); they are not sensitive to reading gains over intervals of a few weeks; and, rather than measuring reading growth, they merely compare an individuals' performance to a peer group. By contrast, Curriculum-Based Measures in Reading (CBM-R; Deno, 1985) can be given frequently, take little time to administer, are sensitive to reading growth, and are well correlated with reading comprehension tests. CBM-R uses the number of words read correctly (WRC) to paint a picture of a student’s overall reading proficiency. Jenkins, Hudson, Lee, 2007

Comprehension Correlation Norm referenced reading achievement tests will not suffice because they cannot be given repeatedly throughout the year; they require too much time to administer (taking time from instruction); they are not sensitive to reading gains over intervals of a few weeks; and, rather than measuring reading growth, they merely compare an individuals' performance to a peer group. By contrast, Curriculum-Based Measures in Reading (CBM-R; Deno, 1985) can be given frequently, take little time to administer, are sensitive to reading growth, and are well correlated with reading comprehension tests. CBM-R uses the number of words read correctly (WRC) to paint a picture of a student’s overall reading proficiency. Jenkins, Hudson, Lee, 2007

CBM Reading Common Questions Question: Fluency/Automaticity I have kids that can read it (CBM) or produce it (Early Reading Measures), but just not fast enough to meet the benchmark score. Why does it matter if they are fast?

CBM Reading Common Questions Explanation: Fluency/Automaticity Fluency/Automaticity is a predictor of comprehension and overall reading health. Automaticity Theory: The working brain only has so much attention to give to a task. Reading “the words” (or producing the letter sounds, etc.) must be automatic so attention can be paid to comprehending.

CBM Reading Common Questions Automaticity Theory When a truly automatic reader, students will look at a page and read the words on it in sequence, without unnatural hesitations. They will understand what those words mean on a subconscious level, and won't even have to think about or give too much attention to them to absorb their meanings. -S. Jay Samuels

CBM Reading Common Questions Automaticity Theory When a truly automatic reader, students will look at a page and read the words on it in sequence, without unnatural hesitations. They will understand what those words mean on a subconscious level, and won't even have to think about or give too much attention to them to absorb their meanings. -S. Jay Samuels

CBM Reading Common Questions Explanation: Fluency/Automaticity Inform students of best practices for this assessment. Test Prep: “Try to read each word. If you come to a word that you don’t know, I’ll tell it to you” – Try the words; keep going. Test Prep: Type up familiar picture book as practice passage on one page.

What other questions do you have about CBM-Reading Assessment? Todaysmeet.com/earlyliteracy

ASSESSMENT WHY FAST ASSESSMENTS?

Standardized= Accurate Standardized means a test is given the same way each time to each student. This is important because it provides teachers with the most accurate reading results. To administer a standardized assessment: – Follow and read the directions exactly as they are listed. – Remember this is a time to test, not teach. Students should not practice reading the passages ahead of time. Errors should not be corrected during the assessment.

Directions Prep ► Place the (first) passage in front of the student. Any additional passages are face down in a sequenced stack beside the examiner. Read ► (Point to the title and say) This is a story about____ (title). When I say, "BEGIN," start reading aloud and read across the page. (point to the first word, across the first line to the next). Try to read each word. If you come to a word that you don't know, I'll tell it to you. Be sure to do your best reading. CBM-Reading Directions

Read ► Ready? (pause) Begin. – Start Timer when student says the first word. – Mark errors as they occur (see scoring information). The item will be highlighted. Select again to remove. – If the student does not say the first word after 3 seconds, say the word, mark it as incorrect, then start the timer. – Restart the activity if the student is speed reading. Say, "This is not a speed reading activity. Be sure to do your BEST reading." – Do not give any feedback about the student's reading. – Student continues reading until the timer sounds or until passage is completed. CBM-Reading Directions

Read ► Stop. (when timer sounds) – Mark the last word read after one minute and select the "Mark Last Response" bar. – If the last word was an error, select it again, AFTER selecting it as the last word. – Submit Test. – Read the underlined words in the directions for any additional passages given on the same occasion CBM-Reading Directions

Timing ► 1 minute and 3 second rule is applied as needed. Start the timer when the student says the first word. If the student does not say the first word, wait 3 seconds, give the correct sound, point to the next word and start the timer. If student finishes before 1 minute: Stop timer and select "Mark Last Response" bar. FAST automatically adjusts the words read per minute score when time < 1 minute. Discontinue Rule ► If the student gets the first 10 words wrong, discontinue the task by stopping the timer and marking the last word. All are incorrect. Notation ► There is space on the administration page to record important observations during administration. These notes appear on FAST reports Scoring ► – (Correct) Student reads each word in sequence with no more than a 3 second pause. – (Incorrect) Student omits, substitutes, reverses, or misreads the word or pauses for more than 3 seconds CBM-Reading Directions

See Scoring Details for errors and examples CBM-Reading Directions

LUNCH * INDIVIDUALS WHO PLAN TO TAKE THIS AS PART OF THE 2 DAY COURSE FOR 1 AEA LICENSE RENEWAL OR DRAKE EDEX CREDIT MUST ENGAGE IN 30 MINUTES OF ONSITE STRUCTURED COLLABORATION DURING THIS 1 HOUR LUNCH BREAK. THIS TIME WILL INCLUDE OPPORTUNITIES FOR YOU TO ACTION PLAN THE IMPLEMENTATION OF NEW LEARNING. 11:30-12:30

Course Requirements & Grading Course Requirements and Participant Evaluation: 100% Attendance Active Participation All assignments completed and handed in Participant Grading: A/Pass Grade - The participant will complete and turn in the following quality work: -Completion of detailed outline of how new learning will be implemented in her classroom in MORE INFORMATION ON DAY 2 B/Pass Grade - The participant will complete and turn in the following quality work: - Partial completion of detailed outline of how new learning will be implemented in her classroom in F/Fail - The participant did not meet the minimum criteria for a "B" grade

On Site Collaboration/Discussion DAY 1: ELI Discussion What was new learning for you today? What questions do you have regarding the legislation requirements? What questions do you have regarding implementation in your building and/or classroom?

Registering for Credit Elementary.dmschools.org>PD>Summer 2015 Click on BLUE course numbers to register

CONNECT: OUR STUDENTS

Our Students

REVIEW: SNOWBALL FIGHT

[DIRTY] Snowball Fight Take THREE (3) pieces of paper from your table. 1.Thank you: Expressing appreciate for something the group contributed to your experience – Thank you for sharing your effective applications. 2.Principle of Practice: “Always remember to…” or “It’s important to…” – Always remember to assess where students are and plan accordingly. 3.A wish (for others in the session) – I wish you enough challenges to learn from as you apply new strategies with your students; but not enough to cause frustration. BUFF

[DIRTY] Snowball Fight Crumple your notes into snowballs AT SIGNAL: Throw across room (not out of others’ reach!) Scoop up and keep throwing as they come your way. AT SIGNAL: Pick up 3 snowballs and return to your table group. Choose one to share.

RESOURCES & PRACTICE

Questions & Concerns from TodaysMeet.com/earlyliteracy ADD DURING LUNCH

Resources ELEMENTARY.DMSCHOOLS.ORG Links to DE Guidance documents TIER guidance document that supports navigating TIER reports, assessment, & training Link to A&A account login page Documents to support analyzing the data Documents to support family communication about FAST Assessments All training materials used previously And MORE!

Iowa TIER Tour Always Chrome or FireFox! fast-assessments.html

Elevator Speech 1-3 minute explanation of ELI/Chapter 62 for a parent or a new teacher

Your Turn No A & A Account? – Use instructions to set up your A & A account Need certification on Early Reading Subtests or CBM-Reading? – Use Quick TIER Login to get to certifications page. Explore resources available on Elementary Curriculum Site> PD> FAST Page

INSTRUCTION COMPONENTS WHAT IS BEST PRACTICE FOR TEACHING FOUNDATIONAL SKILLS?

Close: Set Next Steps Please provide us with feedback on this session!